This academic conference presentation illustrates the integration of team-based learning and deliberate practice

1. Increasing the Knowledge and Deliberate
Entrepreneurial Practice in the Appalachian
Region via Team-Based Online Learning
Peter H. Hackbert, Berea College
International Academic Conference on Business
December 31, 2019
Orlando, Florida

2. Research Question:
Does the first-year intense undergraduate
summer session (EPG program- EE courses)
meet the deliberate practice standards of the
7 core TBL elements?

3. Entrepreneurship
• Recognizing the evaluating business opportunities
• Building effective social networks
• Acquiring essential resources
• Making effective decisions
• Metacognition or self-regulation
Source: Baron, R.A. & Henry, R.A. (2010). How entrepreneurs acquire the capacity to excel: Insights from research on
expert performance. Strategic Entrepreneurship Journal 4, 49-65.

4. A Deliberate Practice
1. Decompose activities or transferred to tasks
2. Tasks are related to a targeted performance
3. Activities must be responsive to a repeatable practice
4. Practice is motivated to a greater objective to improve performance
5. Feedback on performance is available
6. Practice takes into account the performers’ current skill level
7. Activities must be within a “zone” of proximal development
8. Practice is supervised by a trained supervisor
Source: Dew, N., Ramesh, A.., Read, S., and & Sarasvathy S.D. (2018) Toward Deliberate Practice in the Development of
Entrepreneurial Expertise: The Anatomy of the Effectual Ask. Domains of Expertise, Strategic Entrepreneurship Journal 4, 49-65.

5. TBL Effectiveness Literature Review
• Constructivist learning theory
• Maturing as a method in higher education content
• Considering knowledge acquisition, TBL on average is superior to
lecture-based methods
• Increases the performance of weaker students in a class
• Increases team skills, problem solving and critical thinking
• Student satisfaction is mixed
• High proportion of TBL articles do not conform to 7 core elements
Source: Kibble, J.D., Bellew, C., Asmar, A., and L. Barkle,”Team-based Learning in Large Enrollment Classes,” Advances
in Physiological Education, American Physiological Society Conference, 2018.

6. Team-based Learning Sequence

7. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

8. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

9. 3 Principles in TBL team formation
1. Never use student selected team
2. Create diverse teams
3. Make the selection process transparent

10. Kolb Learning Style, Entrepreneurial
StrenthsFinder
Gender
Major
Hometown
Academic year
Kolb Learning Style Inventory Entrepreneurial StrengthsFinder

11. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

12. Figure 2 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

13. Figure 1 – Online Learning Activity Sequence
for Each EPG Summer Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading
Videos
Homework
Team
Homework
Review
Asynchronous
Group Work
(simple)
Asynchronous
Group Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project with
Community
Partner or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Instruction
Activities:
In-Class:
Synchronous
morning sessions
& asynchronous
team-based
afternoon
learning
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

15. Content: Video, Film, Memoir, Guest Speakers

16. TBL Readiness Assurance Test
iRAT tRAT TEAM APPEAL
Faculty
Clarification
• Students report to
assigned locations
• Case with 3-5
multiple choice
questions
• Duration 10 Minutes
• From memory
• Easy Marking: Online,
scratch-off
• Correct answer
revealed
• Instant feedback
• Case with 3-5 multiple
choice questions
• Duration 15 Minutes
• From memory
• Allow one entry per
team
• Easy Marking: Online,
scratch-off
• Correct answer
revealed
• Instant feedback to
team
• Teams invited to
appeal in writing
answers they got
incorrect, due to
ambiguity in
question or
ambiguity in
readings.
• Instructor can
provide small
clarifications on
troublesome topics
(using item analysis
of individual test to
guide this mini-
lecture)

17. 5 key outcomes of the readiness assurance
process:
1. Effective and efficient content coverage;
2. Development of teams and teamwork skills;
3. Student learning value of considering input from
diverse sources;
4. Development of self-study and life-long learning
skills; and
5. Optimal use of class time.
Source : Parmalee DX, Michaelsen LK. Twelve tips for doing effective team-based learning. Med Teach.
2012;32(2):118–122

18. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

19. Figure 3 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

20. EPG’s Small Rural Appalachian Community
Economic Development Model

21. “Uneven Ground”
UK Professor of
History: Ronald Eller
www.google.com/images

22. …growing popularity of ecotourism and heritage
tourism…contained the potentialfor building
an alternative economy, one that promised greater
monetary returns for local residents, the preservation
of rural traditions, and the protection of sensitive
natural resources.
- Ronald D. Eller, Uneven Ground, The University of
Kentucky Press, 2008: 256.
3/23/2021 Peter H. Hackbert, Berea College 22

23. Figure 4 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

24. Appalachian Trail

25. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

26. Structure Learning Activities – 4-S TBL Format
• Significant Problem – Application of concept with a problem
important in “real world” scenarios
• Specific Choice – Must make a choice and provide rational supporting
the decision
• Same Problem – Promote intra & inter team discussion
• Simultaneous Reporting – Differences in team conclusions are
discussed

27. Review of the Adventure Tourism Literature
Agritourism
Brown, D. O., & Swanson, J. R. (2014). Agritourism activity participation motivation in Kentucky. International Journal
of Hospitality and Event Management, 1(2), 135-146.
Trail riding
Hackbert, P. H., & Lin, X. (2009). Equestrian trail riding: An emerging economic contributor to the local rural
Appalachian economy. Journal of Business Case Studies, 5(6), 47-58.
Rock Climbing
Maples, J. N., Sharp, R. L., Clark, B. G., Gerlaugh, K., & Gillespie, B. (2017). Climbing out of Poverty: The Economic
Impact of Rock Climbing in and around Eastern Kentucky's Red River Gorge. Journal of Appalachian Studies, 23(1), 53-
71.
Trail Running
Maples, J. N., Bradley, M., & McSpirit, S. (2015). Economic impact study of Cloudsplitter 100 footrace event. Report
delivered to Susan Howell (event organizer), Elkhorn City, KY.[Available from authors].
Kayaking
McSpirit, S., Sharp, R. L., Bradley, M., Beavens, M., Phillips, M., Bogard, D., ... & Barton, S. (2014). Prospects and
potential for tourism/adventure tourism economy in Elkhorn City, KY: Challenges and opportunities. Report delivered
to the Elkhorn City Heritage Council and Breaks Interstate Park, Elkhorn City, KY.[Available from authors].

28. from which states with varying trail lengths
provided six figures in sales, created new jobs, and
prompted overnight travelers to spend their
money. Trail system increase the patrons that
arrive by foot and cycle.
Central Appalachia Cycling Trail
Systems: A Review of the
Literature
1
2
3
4
5
6

29. Figure 5 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

30. PH - The TransAmerican Bike Route from
Yorktown VA to Astoria, Oregon,

31. USBR 76 Cyclists intercepted at Coffee shop

32. Touring cyclists provide insights and
instruction

33. PH - International cyclists visit EPG
Selfie with the European TransAmerican Cyclists .

34. Figure 6 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

35. PH - EPG students gain business insights from
small business entrepreneurs in Damascus
Most Significant Event
Entrepreneurship for the Public Good Program. Cohort 12. Guinevere Beirne “Personal Observations.”
Damascus, Va. May 2015.
Meeting home grown expanding and
returning Damascus Small Business Owners

36. PH - How did we test these
assumptions?
Conversations with Kentucky Trail Town Small
Business Owners

37. Customer discovery with Virginia Creeper Trail
Bike Shuttle & Rental Owner

38. Figure 7 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

39. Small towns along the GAP
6 Trail Town Studies/Surveys 1998-2015
Estimated Trail Usage: 940,000 (2013)
Estimated Overall Direct Economic Impact: $50 Million (2012)
Average Day User Spends: $18 per day (2014)
Average Overnight Guest Spends: $124 per night (2014)
Sources: 2007-2008 The Great Allegheny Passage Economic Impact Study; 2012 Trail Town Business Survey Report for
The Progress Fund May, 2012; 2013 Analysis of Trail Usage Patterns along the Great Allegheny Passage, The Progress
Fund; 2013 User Survey and Economic Impact Analysis, Erie to Pittsburgh Trail (Between Titusville and Parker, PA. The
Progress Fund; 2016 Trail User Sample Survey Highlight Report Main Line Canal & Trans-Allegheny Trails Systems, The
Progress Fund

40. Small towns along the GAP
Business Activity Impact of the GAP, 2007-2015
137 new trail-related businesses opened in Trail Towns since
2007.
There net gain of 65 new businesses (72 business closings)
270+ net new jobs were created
25 businesses expanded operations; 15 changed hands
Estimated Sales Related to Trail Traffic: 2008: 25%, 2012: 30%,
2013: 34%, 2014: 40%
Sources: 2007-2008 The Great Allegheny Passage Economic Impact Study; 2012 Trail Town Business Survey Report for
The Progress Fund May, 2012; 2013 Analysis of Trail Usage Patterns along the Great Allegheny Passage, The Progress
Fund; 2013 User Survey and Economic Impact Analysis, Erie to Pittsburgh Trail (Between Titusville and Parker, PA. The
Progress Fund; 2016 Trail User Sample Survey Highlight Report Main Line Canal & Trans-Allegheny Trails Systems, The
Progress Fund

41. Figure 8 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

42. Year 1 - 2016

43. Community Partners - 2016
10 Kentucky Cities and 5 Counties

45. KY Trail Town Certification December 11, 2016

46. Year 2 - 2017

47. Academic - Community Partners
10 Kentucky Cities and 5 Counties
Kentucky
Area
Developmen
t Districts
Community Partners - 2017

48. History of
Daniel Boone
in the county
Service
Directory of
Tourism
Amenities

49. History of
Daniel Boone
in the county
Service
Directory of
Tourism
Amenities

50. Rural community
maps of
community assets
reviewed in 10
communities and 5
counties

51. Year 3 - 2018

52. Community Partners - 2018

53. Community Partners - 2018

54. 856 5

55. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

56. Grading Incentives – EPG Performance
Expectations
• Dealing with ambiguity – (20%)
• Accountability – (10%)
• Teamwork –(20%)
• Initiative / Action oriented – (10%)
• Respect - (10%)
• Learning on the fly – (20%)
• Job Specific – (10%)

57. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

58. What was accomplished: 2016-2018
• City of Berea / Madison County Kentucky Trail Town Certification
• Walkability Studies for five counties
• Digital driving route map with 51 points of interest along the way created
(internet required).
• PDF map for mobile devices.
• Local maps of Boone Trace through five counties2017.
• Secured Resolutions from both the Kentucky state Senate (SR 135) and House of
Representatives (HB 39).
• Secured resolutions from the 10 cities and 5 counties along Boone Trace to
support applications to both the state Bicycle-Pedestrian Program and Scenic
Byway Programs.
• USBR 21 Application to American Association of State Highway Transportation

59. Summary
Entrepreneurship can be taught as a deliberate
practice
TBL is a powerful and transformative teaching
strategy

60. Next Steps: Focus on impacts indicators
• Level 1 - Current and on-going measures during the program (interest,
awareness)
• Level 2 – Pre-and post program measures (e.g. knowledge,
entrepreneurial intentions)
• Level 3 – Measures between 0 – 5 years post program (self-identity,
self-efficacy, employment in entrepreneurial startups and social
entrepreneurship enterprises, types of startups)
• Level 4 – 3 to 10 years post program ( employment, career shifts,
survival and growth of entrepreneurial startup and enterprises
• Level 5 – 10 year plus post program (e.g. contributions to society of
society and economy)
Source: Nabi, G., Linan, F., Fayolle, A., Krueger, N., and A. Walmsley, “The Impact of Entrepreneurship Education in Higher
Education: A Systemic Review and Research Agenda,” Academy of Management Learning and Education, 2017, (16)2: 277-299.

62. Peer Review Processes

63. Peer Review Processes

64. Peer Review Processes

67. Immediate Feedback Methods
Team tests begin immediately after the individual test.
Team tests are noisy and often chaotic events as students discuss and
negotiate their answers. Using a special kind of test sheet known as
an IF-AT sheet can significantly increase the amount of learning that
takes place during the team test.

68. Readiness Assurance Process
• Students complete an individual multiple-choice test (typically 20
questions for a 2 week module) on the readings.
• Following the individual test, the same test is retaken by the teams.
• Following the team test, the teams are invited to appeal in writing
answers they got incorrect, due to ambiguity in question or ambiguity
in readings.
• The instructor can provide small clarifications on troublesome topics
(using item analysis of individual test to guide this mini-lecture

69. Team formation processes,